owp05

Final Reflection

Reflection on the OWP by Marty Smith

                                         Reflection on the OWP

When considering whether or not to apply for the Oregon Writing Project, I must admit, the nine credits were very tempting for me. The number of credits I could earn in this four week class, would otherwise take me months to accumulate. Of course, there was that four week, Monday through Friday, all-day-long thing that would tug my thoughts in the opposite direction. It had been such a long school year and I was so ready for a break. Some real down time where I could just be a vegetable head, bask in the morning sun with a good book, linger over the morning paper with my coffee. I had flowers to plant, furniture to refinish, trails to hike, and my grandson’s quilt that was only a day’s work away from being finally finished. But there were those nine credits, and oh yeah, that writing thing I had always wanted to explore.
I decided to check around in my building to see if anyone knew anything about this particular class, and found that several people had either completed the course themselves, or had heard about it. The promising news was that each individual that I talked to, gave the OWP rave reviews. They told me that I would love it! They said that I would get a lot out of it, and though a big time commitment for summer break, well worth it. They told me that I should go for it. Damn! All right then.
I knew time was running out and that I needed to e-mail some questions to that Nat Teich guy. Just how much writing would I be doing, and how exactly would this class work; would the whole class be reading my writing? How much work would we be expected to complete outside of class? What kind of writing would I be expected to produce, and what do you mean exactly by a presentation?
The requirements seemed like a lot, but eventually I decided that I would, indeed, go for it. The nine credits would be great, however, hiding in the back corner of my mind was the secret hope that maybe I would discover that I could write.
If only for the purpose of purging all that was inside my head and finally putting it down on paper. I had always wanted to do this kind of external processing as a way to remember (and make sense of) my past. Writing had always been so difficult for me; so frustrating as I would struggle to not only find the right words, but to put the words together in a way that would accurately convey their intended meaning. All previous attempts at writing wound up only helping me to perfect my bank shot. “Forget it, I’m not good at this,” I would proclaim in complete utter defeat. Maybe the OWP class would change this for me?
From day one, I have enjoyed being in this class. I have learned a lot about teaching writing, and I have taken something I can use in my classroom from almost every presentation made by classmates. Besides working with a nice group of people, it has been helpful and inspiring to learn from other teachers. We educators seldom have the time to discuss and share c
lassroom practices and strategies in our own buildings. The class schedule itself (breaks and lunch included), and the response groups, provide such opportunity for discussion and camaraderie. I have really enjoyed this aspect of the class.
In addition to the opportunity to learn teaching strategies and to develop my own writing, one of the most valuable lessons I will take away from the OWP, is a reminder of what it is like to be a student. I had forgotten how difficult it was for me to respond to certain writing assignments. I found myself wanting to ask presenters the same question so many of my students ask of me, “Can I take this home?” I also found that I experienced an even higher level of anxiety when the presenter placed a time limit on the assignment. I know these experiences will help me as a classroom teacher to relate to the potential issues my students may experience with various kinds of writing assignments.
Finally, I have so appreciated the wealth of information we have received from Karen and Nat: suggested lists of wonderful children’s books to share with our students, seemingly unlimited lists of recommended reading for professional development, names of authors who specialize in your area(s) of interest, and organizations to investigate if you wish to stay connected to others in this field. All very valuable to us as educators. I have also appreciated their warm, friendly approach to facilitating this project, offering flexibility, and practical application for all of the above.
Finally, I now feel confident enough to sit down and simply write. I understand that my first attempts will be messy, as they are for all writers, and that it takes time to create a finished piece. I also have realized how important and helpful it is to receive feedback on your writing from someone you trust. I don’t know for sure how far I will pursue my interests in writing, but at least now I feel equipped with the necessary tools should I decide to do so.

Dear Kids

To My Elementary School Resource Room Students

Dear Kids,

    I hope you’re having a good summer; I am. On the Monday after school got out, I started school again. This time, I’m the student. You may think that going to school in the summer isn’t fun. Fun is riding bikes with friends, playing with pets, or going to Splash. I agree; those things are fun. But learning is fun, too. It’s even more fun when it’s about something you like. I’m in a class about teaching writing – and about making writing more fun for you. Teaching and you, those are two things I like.

(#4) Dear Students....

Dear Students,

I’m so excited to share with you my experience this summer at the Oregon Writing Project (OWP). I had the opportunity to meet with 22 educators for four weeks, focusing on the art of writing. Each of us presented a lesson to the group. This was much harder for me than you would think, since talking in front of other teachers is a bit hard for me. Also, you might be interested to know that I was placed in the role of student, having to challenge myself in my own writing, which I’ve never done before. I also wanted to let you in on some of the exciting things we’ll be doing in class this year as a direct result of my time spent at OWP.

Paper #4, Reflections

Reflections   -    Paper #4
Chava Beinin

     From the first week the 2005 Oregon Writing Project  met, I was struck
by the dedicated and intelligent group assembled - not only were my fellow
teachers devoting four weeks of vacation to sitting in a classroom, but they were
all grappling with how to best teach their discipline.  My classmates seemed
hardworking, thoughtful, and compassionate.  If I had to be inside, this was a
good group to be with.
    As the presentations began, and especially with those by the elementary
teachers working with younger children, I was reminded of how much fun hands-
on activities are.  Because I teach reading and writing to middle students and
we work with traits, and modes, and genres and scoring guides....I forget
sometimes, many times, to bring in the element of play.  Yes, writing can be
enjoyable and I make my lessons interactive and engaging, but I would like to weave
in the element of play and experimentation.  Middle School is the last
academic stop of  childhood - a time when the GPA doesn’t yet count college is still
too far off. I need to remember to paint with my students, to have them write
and read poetry without needing to identify poetic vocabulary terms, and to
mix up their grouping on a consistent basis throughout the year - long after
they have habituated to their customary seat and location.
    The Friday presentations, one by William Strong, the other by Ingrid
Wendt, were particularly enjoyable and applicable.  I grappled with teaching
sentence combining and sentence fluency with several of my students this past year.
Had I known Bill’s sentence combining strategies, I could have been more
successful.  I’m excited to try out his ideas - I think my students will both
enjoy the process and learn how to prevent the choppy syntax that plagues several
of them repeatedly.
    I teach a fair amount of poetry with my year long students and present
many of the exercises Ingrid modeled.  What I learned though from her
presentation though were several instructional strategies that I haven’t yet resolved.
The first is reading the student’s poem myself. I’ve had the “author’s
chair” model which hasn’t been very successful. It is very liberating to know that
an effective way to share student’s poetry is  for me to simply read it.
Ingrid’s presentation also suggested the need to model poetic language more than I
do ( a pencil is...),  not to burden the students with word choice, and to
give clear explicit directions about not rhyming.  I love poetry and I love
teaching poetry - what I gleaned from her energized me to continue.

    Working on my own writing has been a highlight of the class.  All year
long I teach about effective leads and endings, word choice, vivid language, and
the revision process. And yet during the school year, I rarely read books and
even less frequently write something other than a response to e-mail queries.
With a steady stream of papers and projects to read and respond to, I just
don’t have the time. But writing now, this summer, I could sense my teaching
permeating my work.
    One particular example is the memoir piece I wrote about my uncle Irving.
It was the demands of the form - the need to create a foreshadowing metaphor
to wind through the entire piece - which pushed me to find the image of the
fist in the photograph of my uncle as a young boy. I was writing about a person
whom I love, but I was also crafting  a cohesive and, I hoped, a compelling
whole.  It was interesting to watch myself in the process too because when I
began the piece, I wasn’t sure how it would turn out.  I had assembled some of
the parts, some research on the internet for quotes, certainly a collection of
memories... and then I remembered the photograph hanging inside a gold frame in
the hallway and I brought that into the mix.   I haven’t thought of the
writing process as a  puzzle before but it certainly has similar elements -  I
didn’t know how it would all fit together, but I knew if I sat with it long
enough, I would resolve the question of what to put in and what to leave out, and
how propel the narrative forward while giving it a satisfying ending.
    A similar process happened in the expository chocolate piece - although
the writing was more demanding because it involved research and explanations
about an unfamiliar topic.  While I very consciously used Michael Pollan and his
book The Botany of Desire as a reference, I wasn’t at all sure about how I
would weave in a personal narrative. I couldn't going  off traipsing to South
America - the way he would - and use the traveling as the narrative dialogue.
But by obsessing about the topic, writing a paragraph and then watering my
garden, writing another paragraph and walking the dog, and thinking about how to
interject the first person throughout, I was able to come up with enough to
hold it together.  It is artifice to some extent, but it is also like pulling a
string and watching where it goes, where the imagery and points of reference
intersect.
    ‘How do I know what I think till I see what I say’ is a quote I have
hanging in my classroom.  Having time, and a little push to write so I can see
what I say, have been the gift of these past few weeks. And I’m more trusting
now that, as with a New York Times crossword puzzle, a very pleasurable
obsession,  if I sit there thinking long and hard enough... I’ll come up with
something.

Stupid Human Tricks

Writing is like stopping a spinning fan blade with your tongue, scary, potentially dangerous, but exhilarating after you have done it. 
    I came into this project with a set script: writing is hard, and I can’t do it.  I was half right.  Writing is hard, even if you are doing it right. For years, I have tried to produce perfect, complete works.  Finally, I comprehend that writing is a process, and that process is indefinite.  I could revise forever because there is no single definition of excellence. One of the phrases from this workshop that resonates for me was Nat saying, “Art is never finished, it is just abandoned.”  This reverberated further when Ingrid quoted a fellow poet, “ If you don’t know how to start, lower your standards.”
    This class is like doing a trust fall.  Sharing your writing to such an esteemed group is like standing on the table, turning your back to the group and just letting yourself fall backwards.  You have to let go of your fear that they won’t catch you.   You can’t control the outcome, you can only trust. 
Two things I must remember from this workshop concern fear and sharing.  If this is scary for me, how terrifying it must be for my students.  But the process can’t advance without sharing.  Sharing is where improvement happens.   Sharing is where the rewards come.  I was surprised at how badly I wanted others to hear my work.  I found myself glowing when Ingrid said something nice about my poem or when someone commented on my blog.  This lesson applies doubly to me.  Each of my peers has shown me some new twist that can improve my instruction.  I have to remember to trust others and ask for their lessons.  They will probably be thrilled to share their work and glow when I say something nice. 
    I am both full of pride and humbled by this workshop.  I am proud that I can produce something that is valued by my peers.  I am in awe of the stunning talent in this room humbles me.  Oregon has some very fortunate children to be taught by such brilliant and talented people.

The OWP Experience

This class has been the best writing experience I have had. Because I am a literature person who loves to get lost in mystery novels and historical fiction, writing has never been something I have enjoyed. But suddenly, I find myself becoming a writer with words streaming from my finger tips almost faster than I can think them. I am excited about this, since this class is about writing.

I am trying to figure out what is different about this writing experience versus the other times I have had to write during the last five years. Is it easier because there is no literature to read along with the writing? At this point, maybe it is because I have been in a writing “mode” trying to complete my master’s project. Maybe it is because I have been writing very personal stories which I needed to tell. Whatever the reason, writing has suddenly become easy and enjoyable.

One reason I believe writing has become easier is the group response format we have been using. My group has been very respectful when giving feedback, affirming the worth of each person’s writing with positive comments and helpful suggestions. Having other group members tell me they enjoy my piece is also beneficial. This seems to inspire me to write more about similar topics. One difficulty arises from this type of group setting. It is mostly an issue I must resolve within myself, but “how do I keep writing with the same degree of intensity?” This has caused me some stress, but I have tried to work through it and branch out to other topics.

Another reason I think the writing is easier is because all of our energies are focused on it. Having colleagues model lessons about positive methods they use in their classrooms to get students to write quality papers has shown me many things I can take back to my classroom. At OWP, we are not distracted by the need to read six novels in a four week period while also trying to read four of Shakespeare’s plays. This concentrated effort on writing has improved my writing, as well as my focus.

The Oregon Writing Project is a great place to meet fellow struggling writers and gain constructive feed back about different pieces. It is a safe place to share our ever changing works and branch out to new and exciting topics. Teachers participating in the OWP have also shown me some great ways to teach my students how to write better and concentrate their efforts in more positive ways when the writing becomes difficult.

 

 

Letter to my school's Pricipal

Dear Rick,

            This past summer I was fortunate to be involved with the Workshop: Oregon Writing Project (OWP). I spent four weeks working with the knowledgeable staff and teachers from around Oregon. I was impressed with the variety of materials we were exposed. We learned, shared, and practiced a variety of strategies and techniques to make the writing process easier and thus more enjoyable for students. With the information, I learned I believe these strategies and techniques can be adapted and modified for students of all levels and abilities.

             The OWP provided the opportunity to be an active participant in a variety of writing and reading models, strategies, and techniques. The active participation enabled me to further my professional expertise in teaching writing and reading in my classroom, in Language Arts, Social Studies, and even Math. I thought I knew how to write before entering the OWP workshop, but I quickly realized that I had the same fear and loathing of writing as my students. I felt the frustration and angst of being put on the spot to write on a given topic with a time limit (just like our students). It made me realize just how difficult it must be for our students, especially those who struggle to get their thoughts out on paper.

              The workshop introduced numerous techniques and strategies to guide students (big and small alike) through the thinking and writing process, which can seem like a daunting process to the uninitiated. I now know that I any writing project can be modified or adapted. The most salient feature of all the techniques was they were relatively fun and enjoyable, which made the writing aspect of the techniques much easier.

             As a Special Education teacher, I know that I am supposed to be a resource for the regular education teachers in the knowledge and skills to help students with special needs. Now I can help teachers with techniques and strategies to engage all students in writing across all curricula. I developed a few presentations that I will be using in my class and would gladly share them with the
Monroe staff. The techniques and strategies could be presented in a few short (quarter day) sessions, provided it does not cut into my class time (you know how I feel about substitutes). Not all the teachers may find the strategies and techniques to be relevant and may not want to attend. However, I strongly feel that these techniques have practical value in enabling every and all students to put down on paper what is on their mind (either in words or in pictures).

The workshop: OWP helped me realize that all students need to relax and feel comfortable with the topic before they start to write. Before the workshop, I had a difficult time wanting to write but the variety of strategies, techniques, and methods showed me how easy the writing process could be. I know that I will be adapting and using many of the strategies I learned in my classroom because they engage the student in the process of writing. Moreover, they enable students to become a part of the writing process and appreciate the work they accomplished.      
                See you in the fall.

Sincerely,
      
          Mark L. Dunn

           Mark L. Dunn

 

Postcards from OWP

Description of Position Paper: A series of postcards to future students and my colleagues composes my position paper for the Oregon Writing Project.  In these postcards I plan to highlight new ideas for curriculum and morsels of information I will continue to explore and to incorporate into my teaching.  The postcards will also function to remind me of the high value that I place on writing, not only for my students, but also for myself.

(POSTCARD 1:  To my students)

Queridos estudiantes,

¡Bienvenidos a la clase de español!  I hope you are enjoying your summer and looking forward to the upcoming school year.  In your Spanish class this year you can expect to spend part of each class period working on a combination of the four major language skills:  speaking, writing, reading, and listening.  During a month-long workshop through the Oregon Writing Project this summer I have had the chance to get a head start on preparations for the writing component of our class.  I’m looking forward to the writing that awaits us!

I hope you will find our writing activities to be engaging and exciting.  My goal is to create lessons that are meaningful and purposeful for you.  For those of you in Spanish I and II, I encourage you to explore Spanish and to take risks with this new language you are studying.  We will work our way through simple sentences to paragraphs to short stories.  Along the way we will also have the chance to experiment with poetry.  You will be amazed at how much Spanish you will be able to produce at the end of the term!  For those of you in Spanish IV and Spanish Immersion 10, I encourage you to be playful with the language and to find your voice in Spanish.  We will seek to expand our writing skills in the narrative, persuasive and expository modes.  Poetry is another area into which we will want to delve.

Please do not be concerned if you think writing is not for you.  I know many of you find writing to be challenging, if not completely frustrating.  My goal is to provide you with a basic strategy so you will confidently be able to tackle any writing project.  Along the way you just might discover that you enjoy writing a little!

Enjoy the rest of your summer!  ¡Nos vemos en septiembre!

Saludos cordiales,
Señora Albrich


(POSTCARD 2:  To fellow teachers)

Queridos amigos,

¡Felices vacaciones!  Can you believe that we are already here in the middle of July?  This Friday I will finish the Oregon Writing Project.  In just a short month I have acquired endless ideas to share with you in the fall.  Here are some objectives I am working on for my classes:

• Aspire to give students plenty of high-interest writing activities that will allow them to take ownership of the work.  Students will have a much easier time expressing themselves if the topic is of some interest to them.  Chances are they probably will like the assignment, too!

• Provide students tools to support them and make writing less of a struggle.  The PREPARE, FIRST DARE, REPAIR, SHARE strategy is an easy and effective strategy to teach and model in our classes.

• Remind students that writing is often a messy process.  Rare is the writer who achieves perfection on the first try.  Students should know that sometimes it is best to let a writing take you where it wants to go.  If you are not happy with the end result, so be it.  You can always revise it later or start fresh.

This is just the beginning.  I look forward to brainstorming and collaborating with you when we return to school in August!

Con cariño,
Lisa



(POSTCARD 3:  To teachers) 

Queridos amigos

In my previous postcard I mentioned my wish to create interesting, enthusing writing activities for my Spanish classes.  Thanks to the generosity and creativity of my fellow OWP participants, I have several lessons that I am anxious to work on during the school year:

• Talk/Write activity:  Students collaborate on this project; ultimately, they are the teachers.  Students bounce ideas off one another on the assigned topic, ask questions, and then guide each other through the writing process.  The combination of speaking and writing is perfect for the language classroom! 

•  Mapping of the Neighborhood: This mind map provides students with an ample supply of writing ideas based on their own experiences.  Students can pull the map out of their folders at any time and find an interesting time, person, event, place, or conversation to explore.  This particular graphic organizer would be an invaluable addition to journal writing.  I have to admit, though, that I still haven’t figured out how to modify this activity so students have a way out if they do not wish to focus on their own neighborhood.   

•  More ideas:  Dialogue poem (compare/contrast); Three items in a paper sack; Bio-poem; Sentence combining; Super sentences; Interviews; Poetry; Fractured fairy tales...

It looks like it’s going to be a busy year!

¡Cuídense!

Un cariñoso saludo,
Lisa


(POSTCARD 4:  To teachers)

¡Hola amigos!

Technology has been another important feature of our time at OWP.   There are many opportunities to incorporate technology into the writing process. Here’s a sample of what awaits:

•  Blogs (Web Logs):  They’re similar to websites, but much easier to build and navigate.  Our students are pros with blogs.  Even if we do not use them, it is a good idea to know what they are  and how our students are using them. 

• Handheld computers:  Teachers can provide students will another writing tool when they incorporate these mini-computers into the classroom.  A plus to the handhelds is students composing, beaming, and instantly sharing their work with other students.

•  Inspiration (software):  This software helps students to organize their ideas before and during the writing process.  It is especially useful for visual learners.

•  More technology to investigate:  Power Point, iMovie...

That’s enough to keep me busy for awhile!

Hasta pronto,
Lisa


(POSTCARD 5:  To teachers)

¡Por fin!  La última tarjeta!

In addition to all the materials and technology discussed at OWP, there are a few other areas that deserve consideration as we plan writing activities:

•  Create!  Our students love doing art projects in class.  Hands-on activities are always a big winner!  Let’s strive to maintain art as an integral part of our language classes.  Art can be especially effective when coupled with writing.  While creating the drawing, watercolor or graphic design, students begin to prepare their ideas for writing.  The art ultimately functions as an early outline or mind map for the writing itself.

•  Celebrate!  After all that time preparing and revising, students need to celebrate their writing. The celebration can be as simple as sharing the work in small groups, posting the work on a bulletin board, or exhibiting the work in one of the display cases.  Other possibilities include organizing a poetry reading, taking stories to nearby elementary schools to share with younger students, or working on a local oral history project.

¡Nos vemos pronto!  ¡Que les vaya súper bien!

Chaucito,
Lisa

Paper #4--Inspired

Put twenty teachers of all grade levels together for four weeks to focus on writing and good things happen. Teaching ideas are shared, personal growth in writing occurs and plans are made to improve the writing skills of our students. I find myself thinking about my classroom, looking forward to trying out new ideas, considering changes and most of all finding ways to inspire my first graders to write.
    I have always made writing an integral part of my literacy program. My first graders write everyday and I believe in their ability to communicate in writing. I have had other teachers tell me, ”You can’t do that with a first grader” and, “First graders can’t write very much,” but I’ve never agreed. I have had six and seven year olds rise to the challenge of writing every year in a variety of ways: journalling, story writing, letter and nonfiction writing. I give them the opportunity to write and it is expected that they do so. The themes covered at OWP and the several books I enjoyed reading and reviewing have supported my beliefs and challenged me to do even more with my students. What will I incorporate in my writing program this next school year?